Challenges and opportunities for culturally responsive leadership in schools: Evidence from Four European countries

Whether voluntary or enforced, increasing patterns of migration have significantly impacted schools by making them linguistically, culturally, religiously and ethnically more diverse than ever before. This diversity requires school leaders to put in place mechanisms ensure equity participation for background students. Dimmock Walker (2005) believe that need play a vital role promoting sustaining an environment embraces and, association, contributes solving the macro problems society. To accomplish this emerging role, there is ‘new approaches educational leadership which exhibit culturally responsive organisational practices, behaviours competencies’ (Madhlangobe Gordon, 2012: p. 177). all well good theory, but current historical context operate, together with training supports are provided, influences, significant extent, how can operate practice. study, part European Commission Erasmus+ funded project entitled Supporting Culturally Responsive Leadership Evaluation Schools (CReLES), examines these assumptions mapping out factors actors hinder facilitate flourishing such practices four countries, Austria, Ireland, Russia Spain.